The “School to Prison Pipeline”

Poverty & Race POVERTY & RACE RESEARCH ACTION COUNCIL PRRAC

July/August 2005 Volume 14: Number 4

The growing awareness of disproportionate rates of incarceration among young African-American men—and the severe consequences of even short-term incarceration for education, employment, housing and access to opportunity—have prompted a new search for answers and solutions among civil rights and anti-poverty organizations. This inquiry began (and continues today) with a range of research and advocacy to address the racial bias inherent in the criminal justice system—in the interaction of racial profiling, jury bias, inadequate and unequal indigent defense systems, and racially skewed sentencing laws. More recently, the focus has turned to the causes of racialized outcomes operating within juvenile justice systems. In this issue of Poverty & Race, we profile a new generation of research and advocacy that looks at how schools and other government-based systems operate to increase the likelihood that children of color will eventually become involved with the juvenile justice system, often with lifelong harmful consequences. We have asked experts from four organizations that are doing complementary work in this area to share their insights and approaches: Daniel Losen from the Harvard Civil Rights Project discusses the important scholarly work the Project has sponsored, particularly on the issue of disproportionate drop-out rates, and its implication for advocates; Michael Wenger of the Joint Center for Political and Economic Studies profiles the work of the Dellums Commission, which, like the Children’s Defense Fund, is looking for answers not just in schools, but in all of the systems that affect children and their families; Judith Browne and Monique Dixon from the Advancement Project describe their work in aggressively confronting the role played by school discipline policies in contrib- uting to disparate rates of minority incarceration; and Morna Murray from the Children’s Defense Fund summarizes the key conclusions of CDF’s new “Cradle to Prison Pipeline” project. We expect that many of these mechanisms will turn out to have a geographic component: There are few systems more effective than residential segregation in permitting structural inequality of this kind to thrive— but at the same time, we know that many of the racially disparate outcomes will be not be easily explained by place. The structural roots of inequality can follow lower-income children even into high-opportunity settings, and these reports suggest that we must continue to be vigilant in our efforts to keep the next generation of at-risk children out of jail, and out of our juvenile justice systems.

Re-Directing the School CONTENTS: to Prison Pipeline School to Prison by Daniel J. Losen Pipeline ...... 1 The O’Connor Project. 3 In 1999, Christopher Edley, Co- parities in school discipline for pos- Harvard Projects ...... 5 Director of The Civil Rights Project sible use during that meeting. CRP re- Witt Internship Award 7 at Harvard University (CRP), follow- viewed the literature and crunched Transformation (poem) 7 ing Jesse Jackson’s bold defense of sus- some of the discipline data compiled PRRAC Update ...... 9 pended students in Decatur, Illinois, by the Office For Civil Rights of the New DC Bookstore ... 13 told his staff that he had scheduled a US Department of Education, along Resources ...... 15 meeting with Education Secretary Ri- with data from the the US Department chard Riley and requested CRP to cre- of Justice’s Office of Juvenile Justice ate a briefing document on racial dis- (Please turn to page 2)

Poverty & Race Research Action Council • 1015 15th Street NW • Suite 400 • Washington, DC 20005 202/906-8023 • FAX: 202/842-2885 • E-mail: [email protected] • www.prrac.org Recycled Paper (PIPELINE: Continued from page 1) School to Prison Pipeline Conference. sachusetts. In addition to this work, CRP’s work commissioning new re- in 2004 we conducted and dissemi- and Delinquency Prevention, as well search for this conference typifies our nated new research revealing the des- as numerous other sources. We were role working to serve as a catalyst for perately low graduation rates of Black, able to use the empirical evidence we producing the best research on a given Latino and Native American students, found to frame the issue that had come topic and raising awareness of it, so especially males. up in Decatur as a part of an egregious that civil rights advocates and educa- Our parallel research and advocacy national trend toward increasingly tional policymakers will have the best efforts to highlight the drop-out crisis harsh use of suspension, intensifying evidence at their disposal in formulat- emphasize the need to report more ac- the disproportionate suspension of ing arguments and seeking remedies. curate figures on graduation and drop- Black and Latino children from school. In this case, research presented at out rates, disaggregated by race, as Having worked very closely with the conference combined prior research well as the abject failure of states and Penda Hair and Judith Browne of the on high-stakes testing, special educa- the federal government to implement Advancement Project on a number of tion and drop-outs with new informa- the accountability for improving issues, we joined forces once more and tion on issues ranging from racial dis- graduation rates delineated in the No in June of 2000 put together a Sum- parities in alternative disciplinary Child Left Behind Act. In drawing at- mit on Zero Tolerance that was co- schools and programs serving public tention to this crisis we have increas- sponsored with the Rainbow/PUSH school students removed from regular ingly emphasized the connection be- Coalition, the League of United Latin tween the disproportionate number of American Citizens and the National That racial disparity in students of color who attend “drop- Coalition of Advocates for Students. school discipline and out factories” (high schools where The Summit keynote was delivered by fewer than 60% of the entering fresh- Rev. Jackson, with participation by achievement mirrors men graduate with a diploma) and the Jonathan Kozol and numerous civil racially disproportionate increased risk that drop-outs face of rights leaders, together with parents, minority confinement winding up in prison. For our 2004 students, researchers and national edu- was readily apparent. national report, “Losing Our Future” cation leaders and policymakers. (jointly released with The Urban In- Together, the Summit participants classrooms for school code violations, stitute and Advocates for Children of resolved to keep the issue in the lime- to the economic benefits of a host of New York), and subsequent reports on light and to continue the collaboration intervention programs. That racial dis- California (March 2005) and the while bringing what strengths we each parity in school discipline and achieve- South (April 2005), we teamed up had to the issue. One immediate out- ment mirrors racially disproportionate with national scholars, including Rob- growth from the Summit was a joint minority confinement was readily ap- ert Balfanz, Chris Swanson and Russell “Action Kit” we produced with the parent. Our work in this area has con- Rumberger. After detailing the deep Advancement Project, consisting of tinued to evolve, with a focus on us- racial dimensions of the crisis down advocacy guidance to combat discrimi- ing research to inform our collabora- to the district level, the report provides nation in school discipline. tion with leading advocates toward estimates of the millions upon millions In May 2003, CRP convened re- stimulating meaningful school and ju- of dollars in related lost wages and searchers and advocates in a two-day venile justice reforms. higher prison costs associated with In the fall of 2003, we published dropping out of school. Many national Poverty and Race (ISSN 1075-3591) Deconstructing the School to Prison and state news media, some in front- is published six times a year by the Pipeline. The book introduction pro- page stories, have used the data pro- Poverty & Race Research Action vides empirical evidence supporting a vided in our reports, disaggregated by Council, 1015 15th Street NW, Suite conceptual overview of the pipeline, race and gender. 400, Washington, DC 20005, 202/ 906-8023, fax: 202/842-2885, E-mail: and the chapters that follow offer de- Our current pipeline-focused initia- [email protected]. Chester Hartman, tailed analyses of selected aspects of tive has two components. The first Editor. Subscriptions are $25/year, the pipeline, including research out- entails a collaborative effort with LDF, $45/two years. Foreign postage ex- lining the economic benefits of prom- the American Civil Liberties Union, tra. Articles, article suggestions, let- ising interventions. the Center for Law & Social Policy, ters and general comments are wel- In October 2004, CRP convened a the Mental Health Legal Advisors come, as are notices of publications, roundtable, co-sponsored by NAACP Committee and many others, finish- conferences, job openings, etc. for our Resources Section. Articles generally Legal Defense & Educational Fund ing written guidance requested by may be reprinted, providing PRRAC (LDF), with advocates, researchers roundtable attendees. This advice- and gives advance permission. and policymakers from across the na- resource-filled document is to be re- © Copyright 2005 by the Poverty tion, concentrating on the pipeline is- leased by December, and will contain & Race Research Action Council. All sues as they arose in four states: Texas, legal background information on rights reserved. California, North Carolina and Mas- (Please turn to page 8)

2 • Poverty & Race • Vol. 14, No. 4 • July/August 2005 The O’Connor Project: Intervening Early to Eliminate the Need for Racial Preferences in Higher Education by Lisbeth B. Schorr

The following article first appeared will no longer be necessary in 25 in which a legacy of slavery and Jim in Judicature, 88:2, Sept.-Oct. 2004 years. Crow plays such a powerful and de- and is reprinted with permission and Justice O’Connor’s expectation is structive role, no single, isolated thanks. It was extensively footnoted; realistic if, and only if, the nation acts change can bring about conditions Readers interested in obtaining these promptly to put in place the measures where racial preferences will be un- source notes can find them at that would eliminate, or substantially necessary. What is needed, rather, is www.common-purpose.org. reduce, racial disparities that occur a combination of actions that would between birth and young adulthood. eliminate racial disparities at each de- Over the half-century since the US Figuring out the actions needed is the cisive stage of development. As Supreme Court’s ruling in Brown v. easier part, because the knowledge Harvard professor William Julius Wil- Board of Education, our nation has about what works to reduce these dis- son, leading scholar of urban poverty, struggled to fulfill its commitment to parities now exists, waiting only to be has pointed out, to “drastically reduce racial equality. In Brown, the Court assembled and disseminated in action- and eventually eliminate the environ- recognized the indispensable role that able form. The hard part—mobilizing mental differences that create the equal education opportunity would present gap in black and white achieve- play in achieving that goal. Yet, not In her opinion, Justice ment,” we must “attack all aspects of long after Brown, the country’s courts O’Connor declared her the structure of inequality.” This is a and political leaders seemed to agree daunting challenge, but one that this that after centuries of slavery and ra- expectation that racial nation can meet by building on widely cial exclusion, equal opportunity alone preferences in higher shared and strongly held values—the would not be enough to ensure Afri- education will no longer importance of education, family re- can Americans an equal stake in our be necessary in 25 sponsibility and social justice. nation’s social, cultural and economic years. One encouraging recent develop- life. Policies of racial preferences were ment is the establishment at Harvard implemented to provide African University of the new Charles Americans greater access to educa- the political will to implement this Hamilton Houston Institute for Race tional, employment and other oppor- agenda—will require a major effort by and Justice, headed by Harvard law tunities. By the end of the 20th Cen- American opinion leaders, black and professor Charles J. Ogletree Jr. The tury, the backlash against these affir- white. institute will help lead efforts to rally mative action policies threatened to Here is what we can and must do to national support for the actions envi- bring progress toward racial inclusive- reduce or eliminate racial disparities sioned as part of The O’Connor ness to a halt. early in life and thereby eliminate the Project (see Box, page 5). In 2003, however, the US Supreme need for racial preferences at the uni- Implementation of this agenda will Court’s decision in Grutter v. versity level: change life trajectories as today’s chil- Bollinger (539 U.S. 306 [2003]) up- • First, reduce racial disparities in dren become healthier, better educated held the constitutionality and desirabil- birth outcomes. and better prepared to succeed in good ity of diversity programs that take race • Second, reduce the disparities in jobs and to be tomorrow’s effective into account and which, in effect, ac- school readiness. parents. This progress, especially in cord racial preferences to African- • Third, attack racial disparities in the the context of economic growth, will American applicants to graduate outcomes of kindergarten through produce further inroads against racism school. In her opinion for the Court, 12th-grade education. and discrimination. Justice Sandra Day O’Connor empha- • Fourth, reduce significant racial What follows is a brief review of sized the limited extent to which these disparities in the successful transi- the state of understanding of the strat- preferences may be relied upon by uni- tion to young adulthood. egies that we must build on as we seek versity administrators. She also im- to reduce racial disparities in crucial posed a durational limitation on their A fundamental tenet of the agenda outcomes between birth and young use, declaring her expectation that ra- laid out here, which I call “The adulthood. cial preferences in higher education O’Connor Project,” is that in a nation (Please turn to page 4)

July/August 2005 • Poverty & Race • Vol.14, No. 4 • 3 (O’CONNOR: Continued from page 3) below the 20th percentile of the na- readily accessible source of care, which tional distribution. Similar disparities pediatricians like to call a “medical Disparities in Birth appear when the comparisons are by home,” that is closely connected to Outcomes the occupational status of the children’s other community resources. families. In 2002, Kansas City three- Improved home environments. The Damaging birth outcomes, such as year-olds in professional families knew family’s role in providing the interac- low birthweight, are found twice as an average of 1,116 words, while tions and stimulation so crucial to often among African-American babies three-year-olds in families receiving school readiness is widely recognized, as among whites and are associated welfare benefits knew an average of but there is much skepticism about how with serious cognitive impairments, only 525 words. These are disturbing much change in the ways families deal behavioral and learning disorders, and findings when one considers that early with their children can be brought health problems—all of which predis- vocabulary development is strongly as- about from outside the family. It is pose children to school failure. The sociated with later school performance. encouraging, then, that a rich array of causes of racial disparities in infant By harnessing the tremendous successful, albeit scattered, commu- health can be environmental, such as growth in understanding of how nity-based efforts are already in place an exposure to toxic substances; so- children’s later prospects are affected that show it can be done. On a small cioeconomic, including poor housing by their early physical well-being, and scale that can surely be expanded, these or nutrition, dangerous neighborhoods by the stimulation, caring relationships programs are daily enhancing the ca- or lack of social support; behavioral, and supports they experience long be- pacity and impetus of families to read including the abuse of drugs or alco- fore they enter school, we could sig- to young children at home, to engage hol; or medical, such as the lack of them in rich conversations and to limit access to prompt, high-quality prena- No single isolated television viewing. tal care. In addition, unintended, un- In Harlem, new parents learn ef- change can bring about fective parenting techniques in nine wanted or early pregnancies, also char- conditions where racial acterized by racial disparities, are as- Saturdays of “Baby College” and in sociated with a greater risk of devel- preferences will be home visits from trained parent edu- opmental delays, lack of stimulating unnecessary. cators. In Okolona, Mississippi, syn- home environments, and lower levels dicated columnist William Rasp- of cognitive and educational attain- berry’s “Baby Steps” program shows ment. nificantly reduce the existing racial parents how to use ordinary kitchen A wealth of knowledge is available gap in how well young children are items to teach word recognition while to improve birth outcomes and reduce equipped for school learning. inspiring an entire town to read to its teen births through, among other The remedies here lie in improved children, tutor them and make its things, universal health insurance cov- child health care, and in strengthen- preschoolers “the smartest in northeast erage; universal access to age-appro- ing the two domains in which young Mississippi.” All over the country, priate, reproduction-related health edu- children spend their time: the family parents are encouraged to read with cation; changes in the policies and and out-of-home child care. their children by gifts of free practices of health care providers, in- Improved child health care. In many children’s books from pediatricians, cluding prenatal care and family plan- American cities, health problems such libraries and family support centers, ning services; and efforts to spread as untreated vision and hearing defects, and through burgeoning adult literacy community norms that hold that all lead poisoning, poor nutrition and programs. births should be intended and wanted, asthma—all of which interfere with Higher-quality child care. Child when young people are ready for par- normal development and learning—are care that meets high standards of qual- enthood. found in African-American children at ity and promotes social, emotional and two to three times the incidence among cognitive development is an essential white children. Moreover, racial dis- component of any school-readiness Disparities in parities extend to medical care itself. strategy. Because young children de- For example, among children ages 1 velop so rapidly between birth and School Readiness to 5 with the same health conditions, school entry, many of the skills, abili- African-American children are half as ties and dispositions that go into school Perhaps the most dramatic race- likely as white children to receive pre- readiness are learned in child care and based disparities occur before children scription medication. early education programs. Once again, enter school. Children who start be- The answer is to extend health in- we have plenty of examples of where hind as toddlers are likely to be left surance coverage to all children under it’s being done right, but systemic behind in the course of schooling. The 18 years of age, and to make compe- changes are required to build on these number of words in a typical three- tent, continuing and culturally sensi- successes so that all children, espe- year-old black child’s vocabulary falls tive health care available through a cially African Americans, will have

4 • Poverty & Race • Vol. 14, No. 4 • July/August 2005 access to the high-quality early care and education programs that are most Harvard Achievement Gap Projects likely to have a positive impact. The characteristics these programs Harvard University researchers firmative action should be unnec- share include, among other things: are organizing two new initiatives essary a quarter century from • Child groupings small enough, to- to address the nation’s achievement now. The project was initially an gether with adult-child ratios low gap challenges. With a focus on initiative of the Charles Hamilton enough, to permit young children, racial and ethnic gaps, the Achieve- Houston Institute that Harvard Law especially babies and toddlers, to ment Gap Initiative (AGI) orga- Professor Charles Ogletree founded have one-on-one time with nized three public forums last spring and will formally launch in Septem- caregivers; to engage students, educators and the ber. Ferguson and Ogletree have • Staff turnover low enough to allow public from the Boston area. It also now joined forces, making The stable, continuing relationships to held a research conference in June, O’Connor Project a joint develop between individual chil- attended by more than 60 research- initiative of the AGI and the Hous- dren and adults; ers from around the nation. The ton Institute, and the two will be • Staff who are culturally sensitive AGI’s Faculty Chair and Director Co-Directors. The O’Connor Pro- and responsive to the interests and is economist and education re- ject aims to inform and engage citi- needs of families; searcher Ronald F. Ferguson of zens from all levels of the society • Staff who encourage active involve- Harvard’s John F. Kennedy School in an emergent social movement to ment and participation by parents of Government. help close achievement gaps. Prof. and provide support to mothers and In addition to producing new re- Ferguson can be reached through other family members to strengthen search, the AGI will help inform [email protected], their child-rearing capacities; The O’Connor Project, a public-en- Prof. Ogletree through ovitsky • Opportunities for children to inter- gagement response to Justice Sandra @law.harvard.edu. act socially with other children and Day O’Connor’s assertion that af- adults in diverse situations, so that they learn to take turns, remember and follow directions, and use much less in graduate work. Com- is known by a school adult. These are adults as sources of information, pared with their white counterparts, measures that will obviously benefit discipline and enjoyment; black children enter schools that have whites as well as blacks. But after that, • Staff and parents who have high, larger class sizes, undertake less out- the remedies must differentiate by con- age-appropriate expectations for reach to parents, have fewer well-pre- text. In schools where students of color children’s behavior and ability to are in the minority, the most promis- learn and achieve; and The knowledge about ing strategies to reduce racial dispari- • Recognition that school readiness is ties focus on recognizing and chang- more than a set of mechanical skills. what works now exists. ing the subtle and complex institutional practices that perpetuate the gap in This last characteristic means less academic opportunities, and on con- reliance on didactic, adult-directed pared and experienced teachers, and vincing those who benefit most from teaching of isolated skills, such as nam- are located in areas where safety is an existing arrangements that this is not a ing letters, and more emphasis on in- issue. Many have such high mobility zero-sum game. Numerous studies struction that is individualized and rates that a school with an enrollment have shown that minority students’ builds on children’s current under- of 1,000 pupils will have had to try to progress can occur without detracting standings, such as engaging them in teach as many as 2,000 different chil- from the achievement of white stu- problem-solving and manipulation of dren at some time during the year. dents. materials. Of the approximately 1.2 million This is not, however, the situation black and Hispanic 18-year-olds in the for most black youngsters, nearly half United States in the year 2000, only of whom attend high schools from Disparities in K-12 about half actually graduated from which the majority of students who Education high school with a regular diploma. enter ninth grade never graduate. Only Only a quarter had taken the high 11% of white students attend such high America’s primary and secondary school courses that would allow them schools. Thus, the biggest risk factor schools currently operate in ways that to apply to even the least selective four- for dropping out of school before simply do not produce a high enough year colleges. graduating is not a personal or even a proportion of minority youngsters The remedies for this start with ex- family characteristic; rather, it is at- graduating from high school with the cellent teachers with high expectations tending a high school in which gradu- skills to succeed in four-year colleges, and schools of a size where every child (Please turn to page 6)

July/August 2005 • Poverty & Race • Vol.14, No. 4 • 5 (O’CONNOR: Continued from page 5) racial disparities with regard to school mainstream prospects; and access to drop-out and teen parenting. What fol- caring adults who provide them with ation is not the norm. lows are some proposals for reducing the support they need to persevere in A preponderance of research and racial disparities resulting from the their pursuit of change, and to over- experience now suggests that the strat- prevailing practices of the foster care come their sense of exclusion and in- egies that would change outcomes in and juvenile justice systems and from adequacy. these predominantly poor and minor- the persistence of neighborhoods of Finally, we have learned much ity schools involve staffing them with concentrated poverty. about how to reduce the risk factors the best and most experienced teach- The foster care and juvenile justice facing the young people who live in ers and adopting a principle enunci- systems, with a few exceptions, are not neighborhoods of concentrated poverty ated long ago by W.E.B. DuBois: the working well for most American and unemployment. Nearly four de- combination of strong social support youngsters, but young people of color cades after federal legislation outlawed with high levels of “academic press.” are the worst off. For many, involve- residential segregation, de facto seg- The Consortium on Chicago School ment with these systems not only fails regation persists. Blacks continue to Research proposes that neither social to support healthy development, but experience more severe racial isolation support nor academic press alone is actually adds more risk factors to the due to residence than any other racial sufficient, but that the combination can burdens they already carry. African- group, as well as the accompaniments significantly change outcomes. The American youngsters are more likely of racial isolation, including concen- Consortium has concluded that the to be in residential or group care in- trated social and economic disadvan- most successful schools are able to cre- stead of family foster care, they stay tage, high rates of crime and unem- ate school and classroom environments in out-of-home care longer, and they ployment, and deteriorated and unsafe that: (1) promote strong, caring and housing. All of these factors contrib- supportive personal relationships be- ute to the racial disparities in the tran- tween students and teachers, parents Children who start sition to adulthood. All of them make and other students; and (2) place a behind as toddlers are it more likely that even strong fami- heavy emphasis on high expectations likely to be left behind lies cannot protect their children for academic success, rigor and con- in the course of against the magnetic pull of the streets. formity to specific standards of schooling. The remedies here start with more achievement. jobs that pay a living wage and strong- Of course, it is not easy to create er income supports. Additional tools schools with these characteristics, but are least likely to be reunified with are community-based. Among them: as more and more education leaders their families. The number of youth programs to promote homeownership, around the country become engaged detained in secure detention facilities, which is linked to family and neigh- in precisely this enterprise, the lessons which is perhaps the most significant borhood stability, increased civic from experience are accumulating and predictor of a non-mainstream adult- participation and social networks; showing the way, so that not only in- hood, has increased by almost 100% community policing and other efforts dividual schools but whole districts will since 1985. Virtually all of this growth to make disinvested neighborhoods be able to reorganize on the basis of can be accounted for by the greatly safe and attractive; local initiatives to these principles. increased rates of detention for youth develop and maintain libraries, recre- of color. ation centers, after-school programs, Although they have rarely done so community centers, parks and play Disparities in Transition in the past, and despite the fact that spaces; and local enforcement mea- to Adulthood these systems have proven inordinately sures to eliminate abandoned buildings, resistant to change, they could, as a drug houses and drug dealing, and The greatest risk factors that stack few such systems have demonstrated, violations by absentee landlords. the odds against a smooth transition partner with communities in ways that Finally, systematic efforts at the com- into adulthood are: dropping out of move them beyond a purely punitive munity level are required to provide school, becoming an unmarried teen to a supportive role in the lives of here- opportunities for youths to connect mother, becoming involved with the tofore marginalized individuals and with and establish solid, trusting juvenile justice or foster care system, neighborhoods. They could do much relationships with competent and caring and living in a neighborhood of con- to ensure that the young people over adults from outside their own families. centrated poverty and unemployment. whom they exercise authority have or Each of these risk factors occurs dis- obtain, among other things, needed **** proportionately among African- skills, education, and physical and American youth. mental health services; financial, vo- There is little question that the This essay has already explored cational, entrepreneurial and recre- agenda outlined in this essay would some of the actions needed to reduce ational resources that connect them to sharply reduce racial disparities in

6 • Poverty & Race • Vol. 14, No. 4 • July/August 2005 children’s birth-related issues, health, Ronald Ferguson, a professor at Harvard’s Kennedy School of Government, school readiness and transition to heads a University-wide project, “The Achievement Gap Initiative.” Last June young adulthood. It would thereby also 21, he held a meeting of education researchers, which I was fortunate enough to help eliminate the need for racial pref- be invited to attend. He opened the day-long session by reading this moving erences beyond the year 2028, as Jus- poem, one of many student- and education-oriented poems he has written. He can tice O’Connor’s decision in the Grutter be reached at [email protected] — CH case requires. Many of the answers about what to do exist, and need only to be put together in actionable form. Transformation Our understanding of how to do it may be less refined than we wish, but much I started kindergarten Now that there’s a new prescription of that learning can be assembled as Two or three big steps behind. For the way our school is run, we go. We undeniably have, today, Some classmates understood things Everybody’s got new goals to reach. the actionable intelligence we need in That had never crossed my mind. It’s getting to be fun! order to get started. Now we must mobilize the political will to implement The kids who looked real different We’re learning to get smarter this agenda of both structural and in- Seemed so smart (I can recall). Kids who ‘Cause our teachers show us how. dividual change, so that the nation can looked and spoke like I did They’re all serious about it. realize Justice O’Connor’s goal for the Didn’t seem so smart at all. Everyone’s important now! nation by 2028. Of course there were exceptions, Lisbeth B. Schorr (Lisbeth_schorr Time in class is so exciting But on mostly any day, That we seldom fool around. @hms.harvard.edu) directs the Path- It was clear those kids were doing best We might make a joke in passing, ways Mapping Initiative of the Project And we were just okay. But we quickly settle down. on Effective Interventions at Harvard ❏ Univ. Our teachers liked them better After school we do our homework. ‘Cause they always knew the answers, Often in our study groups. So kids like me just tried to be When we need them we have tutors New Witt Good athletes and great dancers. And they give us all the “scoops.” Internship Award The years went by quite slowly If there’s something that’s confusing, PRRAC’s 2005 Edith Witt In- And most things just stayed the same, It’s a temporary thing ternship Award goes to Teaching Until our principal decided ‘Cause the teachers love to answer for Change and their intern Katie It was time to change the game. All the questions that we bring. Li. Teaching for Change (our part- She hinted that the reason All the counselors and teachers ner in publishing Putting the Move- When those other kids did best Work with parents as team ment Back Into Civil Rights Teach- Was that many knew already ‘Cause they share the same commitment ing), a wide-ranging local and na- More of what was on the tests. To connect us with our dreams. tional education reform organization, will assign Katie to two They learned it from their parents I love the way things are now. projects: (1) examining the cur- And from things they did at home. It all just seems so right! riculum for Asian-American stu- Much that I and my companions We still play sports and we’re still cool, dents in DC schools, leading to Never had the chance to know. But now we’re also “bright.” recommendations for changes, particularly in language arts and so- That had always been the pattern. That first day of kindergarten Yes for years it was the same. Some of us were way behind. cial studies; 2) strengthening the But the standards movement came along But today I’m graduating Asian-American components of To finally change the game. In a truly different time. PTM..., in terms both of lessons and outreach. Katie is a recent graduate of Holy Cross and a 2004 © Ronald F. Ferguson, June 2000. National Harry S. Truman Scholar, with previous experience with Greater Boston Legal Ser- vices, Chinatown (Boston) Resi- dent Association and other groups.

July/August 2005 • Poverty & Race • Vol.14, No. 4 • 7 (PIPELINE: Continued from page 2) tions of minority youth in Massachu- forums, led by Professor Ogletree and setts and at least two other states, this others at the Houston Institute, will school and civil rights law, examples project can help convince lawmakers focus on devising solutions and strate- of promising or successful legal strat- of the need to redirect funds earmarked gies that could include district- and egies, cites to relevant cases, statutes for prisons and juvenile halls to im- school-level advocacy, legislation and and regulations, and other types of proving schools and community ser- litigation. advocacy recommendations specifi- vices. Consulting with Barbara Kaban Minority youth are hemorrhaging cally designed for advocates who are (Director of the Children’s Law Cen- from our middle and high schools in litigating in defense of youth on the ter in Lynn, Mass.), economists, an increasingly hostile environment for prison track or are seeking reforms judges, other researchers and educa- racial equity. We believe our work, through impact litigation and/or state tion policymakers, we hope to collect, with continued resources and collabo- legislation. It will provide advocates analyze and summarize the most sa- ration, will contribute to stopping the with some substantive tools for reform lient data so that we will literally flow and reversing the course for gen- in a user-friendly format so that ulti- present a compelling picture of the erations to come. mately we can foster effective prac- problem and the potential solutions. Daniel J. Losen (dlosen@law. tices, and better identify and prevent harvard.edu) is a Senior Education problems. There is need to report Law and Policy Associate with The We are also continuing to develop more accurate figures Civil Rights Project (CRP) and has the research base. Through our close on graduation and drop- served as a lecturer and clinical su- work with civil rights advocates on the pervisor at Harvard Law School. front lines, CRP, under the leadership out rates, disaggregated Among his numerous publications of Director Gary Orfield (Professor by race. dealing with racial inequity in public Edley is now Dean of the University education are: “The Color of Inad- of California-Berkeley Law School), equate School Resources: Challenging is better able to focus our efforts on We will present what we learn Racial Inequities That Contribute to those aspects of the problem that need through a series of community forums Low Graduation Rates and High Risk a clearer knowledge base and research- for direct service providers, educa- for Incarceration” (Clearinghouse driven recommendations for correctional and legal advocates, law en- Review, 2005) and Deconstructing the tive action. Toward this goal, we are forcement officials, school officials School to Prison Pipeline, co-edited actively collaborating with Professor and others engaged with youths from with Johanna Wald. ❏ Charles Ogletree and his newly formed the neighborhoods we identify. These Charles Hamilton Houston Institute for Race and Justice at Harvard Law School (see Box, page 5), as well as Life Options for Young with researchers and institutions across African-American Males the nation. The Houston Institute and CRP are developing a project that will map the by Michael R. Wenger School to Prison Pipeline in three states, beginning with Massachusetts. When former Congressman Ron males, and it frames the issues of over- This project draws heavily on recent Dellums (D-CA) agreed to chair the representation in the criminal justice efforts by criminal justice researchers Commission on Life Options for system and the school-to-prison pipe- to map the neighborhoods that send Young African-American Males, he line as health issues. The decision to large numbers of residents to prisons vowed that the Commission, now proceed in this direction was made by and jails. The data we plan to map known as the Dellums Commission, Dr. Gail Christopher, Director of the will include graduation rates, disag- would “not put out another report that Health Policy Institute (HPI) of the gregated by race; grade retention rates will gather dust.” The former Capi- Joint Center for Political and Eco- and scores on state-wide assessments, tol Hill veteran, who has made a ca- nomic Studies and the Center’s Vice especially in grades 9 and 10; suspen- reer of being a strong voice for the President for Women, Health and sion and expulsion rates; class size and voiceless, declared that “the Commis- Families. With the advice and guid- staff-to-student ratios; teacher quality sion will put together a document and ance of Univ. of Maryland Political indicators; school finance data; level a set of recommendations that will Science Professor Ron Walters and of racial isolation; truancy and other make a tangible difference.” Senior Policy Adviser Pat Babcock, child welfare data; and much more, This effort is unique in that it fo- Christopher convened the Dellums depending on availability. cuses on needed policy changes, espe- Commission as a key element in HPI’s By visually illustrating the high cially at the state level, in addressing agenda, since public policies at the lo- costs of incarcerating dense concentra- the needs of young African-American cal, state and federal levels have had

8 • Poverty & Race • Vol. 14, No. 4 • July/August 2005 the combined and cumulative effect of males in the same age group. the large increase in the proportion limiting the life options for young men • The Sentencing Project estimates of state and local public funds dedi- of color. that in some jurisdictions one in cated to correctional programs and This is a community health issue, three African-American men be- the extent to which the private cor- because: tween the ages of 20 and 29 are un- rections industry has influenced and • High incarceration rates among der correctional supervision. driven national, state and local minority youth are symptoms of un- • In the 100 largest US cities, 58% policy regarding criminal justice addressed family, school and com- or more of the ninth-grade students programs. munity challenges. in high-minority schools do not • Correctional Policy-Alternative • Disproportionately high rates of graduate four years later, and Afri- Sentencing and Waivers to the drug offense prosecution are being can-American drop-outs are eight Adult System (by consultant substituted for adequate drug treat- times more likely to be in state or Michael L. Lindsey) studies the use ment options. federal prison than are white drop- and impact of alternative sentenc- • High incarceration rates mask unmet outs. ing, including alternatives to incar- mental health needs and the lack of ceration, and the use of waivers as appropriate mental health services. The Dellums it affects young men of color. • Resource allocations within local Commission frames the • Correctional Policy-Reentry and communities (education, public Recidivism (by Sandra Edmonds health, mental health, economic over-representation of Crewe, Howard Univ.) explores development, housing, public young African-American what actually happens to our young safety) are policy decisions or have males in the criminal men of color when they are held in policy implications. justice system and the juvenile detention, jails and prisons. school-to-prison pipeline How are they managed? Are they It is worth emphasizing some of the as health issues. managed in ways that will minimize more sobering numbers reviewed by recidivism? How do they access the Commission: education and health services? • About one-third of male youth of • Educational Policy and Literacy (by color (primarily African-American • Nationwide, African-American stu- consultant Kay Randolph-Back) ex- and Latino) fall into what the De- dents are three times as likely as amines the implications of national, partment of Labor describes as the white students to be labeled men- state and local educational policy “disconnected youth” category: tally retarded and twice as likely to changes over the last 20 years in young people who are isolated and be labeled as having emotional dis- supporting the preparation of young have limited to no participation in turbances. men of color for successes in K-12 the labor force. education and transition into post- • Almost two-thirds of the US prison To look more closely at these and secondary education, technical population are persons of color, other data, their economic impact and preparation, and other career and predominantly African-American innovative practices that illustrate how personal choices. and Latino, and predominantly policy changes can make a difference, • Health Policy (by consultant Jorielle male. seven research papers have been com- Brown) assesses the ways in which • Ten percent of black males between missioned by the Dellums group: the application of community health the ages of 25 and 29 were in prison • Correctional Policy-Incarceration strategies can improve the life op- in 2001, compared to 2.9% of (by Adolphus G. Belk, Jr., Win- tions of young men of color and Latino males and 1.2% of white throp Univ.) looks at the impact of strengthen community life. • Family Support and Child Welfare (by consultant James Hyman) ana- lyzes how the federal and state poli- PRRAC Update cies of the last three decades have affected the stability and strength of • We are grateful for the hard • Thanks too to Angela Parker families of color. work of our two talented summer and Tee Blackmon, staff members • Media and the Negative Portrayal interns: Christine Kim, a first-year of the Center for Law & Social of Men of Color (by Robert student at Georgetown Univ. Law Policy (where PRRAC’s new of- Entman, North Carolina State Center & Sara Asrat, about to en- fice is located), who have been Univ.) addresses the bias toward ter her senior year at Princeton helping with production of Poverty portraying negative images of men Univ., where she is majoring in & Race and other assignments. of color in the media and evaluates history. the impact of this bias on white indi- (Please turn to page 10)

July/August 2005 • Poverty & Race • Vol.14, No. 4 • 9 (PIPELINE: Continued from page 9) policies related to education, commu- happiness for all our citizens.” Sub- nity health and criminal justice are in- sequent public hearings will lead to a viduals, white-run institutions, tertwined and must be addressed in a final report in July 2006, with a de- men of color and the society as a holistic manner. tailed plan of action that speaks to whole. These sobering realities were dis- Chairman Dellums’ commitment to cussed in some detail during the pub- “make a tangible difference.” This As of this writing, the papers are lic debut of the Commission at plan of action can help to make real in preliminary draft form. But it is Howard University on July 25. At an the Health Policy Institute’s mission: nonetheless clear that public policies all-day session, authors of the papers, “To ignite a ‘Fair Health’ movement enacted incrementally over the past 3- Commission members, invited respon- that gives people of color the inalien- 4 decades, such as “zero tolerance,” dents and community leaders shared able right to equal opportunity for mandatory sentencing requirements ideas and insights based on both re- healthy lives.” and an emphasis on punishment over search and actual experiences. The Michael R. Wenger (mwenger@ rehabilitation, even for non-violent day’s proceedings are available on the jointcenter.org) is a program devel- drug offenders, have contributed to the Joint Center’s website, www. opment consultant for the Joint Cen- disproportionate school drop-out rates jointcenter.org. The following day, ter for Political and Economic Stud- among young men of color and to their the Commission held a press briefing ies. He is former Director of the Net- rates of incarceration. This has led to at the National Press Club, where work of Alliances Bridging Race and sizeable increases in expenditures for Chairman Dellums issued a “call to ac- Ethnicity (NABRE) for the Joint Cen- criminal justice systems, at the expense tion,” asking all who “care about the ter and former Deputy Director for Out- of public monetary support for educa- future of our country” to “join us in reach and Program Development for tion and community health programs rescuing our young men of color, and President Clinton’s Initiative on that could help to ameliorate this prob- by so doing, living up to our commit- Race. ❏ lem. It is equally clear that public ment to life, liberty and the pursuit of

Ending the Schoolhouse to Jailhouse Track – Lawyers and Organizers Partnering for Change

by Judith A. Browne and Monique L. Dixon

The recent videotape of a five- and youth—often have little or no sup- equitable policies that undermine the year old in St. Petersburg, Florida un- port in efforts to challenge these prac- promise of democracy. To implement derscored what many education advo- tices, the Project has partnered with our theory of change, AP operates on cates already knew: Zero tolerance has grassroots youth and parent groups to two planes. On the local level, we gone too far. No longer does a tem- mount reform campaigns. offer direct, hands-on support for or- per tantrum, such as the one thrown The Advancement Project was ganized communities in their struggles by the St. Petersburg girl after a jelly founded six years ago by veteran civil for justice, providing legal and com- bean counting game, result in a trip to rights lawyers who were eager to de- munications resources. On the national the principal’s office; it also leads to velop and inspire community-based level, we actively broaden and extend handcuffs and a ride to the police sta- solutions to racial and social justice the practice of community-centered tion. Policies once meant to rid schools issues by using the same high-quality racial justice lawyering, and change the of guns have been expanded, causing legal analysis and public education public debate around issues impacting many schools to become feeders into campaigns that produced the landmark communities of color in order to pro- the juvenile justice system. Outcry by civil rights victories of earlier eras. vide an improved context for change. grassroots organizations about the un- AP’s founding team believed that We are using this approach in our End- fair and discriminatory nature of school structural racism could be dismantled ing the Schoolhouse to Jailhouse Track disciplinary policies and practices led by multi-racial grassroots organizing Project, a three-year, three-site youth the Advancement Project (AP) to spend focused on changing public policies and adult organizing effort to end the the past five years examining the evo- and supported by lawyers and commu- criminalization of children by their lution of these policies and the devas- nications strategies. schools. We are partnering with Pa- tating consequences they have on stu- From our inception, we have dres/Jovenes Unidos (Denver), Com- dents, particularly students of color. worked “on-the-ground,” helping or- munity Alliance for Reform in Edu- Recognizing that the individuals who ganized communities of color dis- cation-CARE (Palm Beach County, are most impacted–parents, children mantle and reform the unjust and in- Florida), and Southwest Youth Col-

10 • Poverty & Race • Vol. 14, No. 4 • July/August 2005 The “School to Prison Pipeline” — Further Reading:

Advancement Project, “Derailed: The Schoolhouse to Jail- Report (February 25, 2004). house Track” http://www.urbanorg./UploadedPDF/410936_ LosingOur http://www.advancementproject.org/Derailerepcor.pdf Future-pdf

Advancement Project, “Education on Lockdown: The Russell Skiba & Reece Peterson, “The Dark Side of Zero Schoolhouse to Jailhouse Track” Tolerance: Can Punishment Lead to Safe Schools?” Phi http://www.advancementproject.org/reports/ Delta Kappan (1999) FINALEOLrep.pdf www.pdkintl.org/kappan/kski9901.htm

Kaaryn Gustafson, “To Punish the Poor: Criminalizing Russell Skiba et al. (June 2000). “The Color of Discipline: Trends in the Welfare System,” Women of Color Resource Sources of Racial & Gender Disproportionality in School Center, Working Paper Series (2005) Punishment.” Indiana Education Policy Center. http://www.coloredgirls.org/publications/working_03.doc http://www.indiana.edu/~safeschl/

Jodie Levin-Epstein & Mark Greenberg, “Leave No Youth Johanna Wald & Daniel J. Losen, eds., Deconstructing The Behind: Opportunities for Congress to Reach Disconnected School-To-Prison Pipeline, New Directions For Youth De- Youth.” Center for Law and Social Policy (2003). velopment, Jossey-Bass (2003). http://www.clasp.org/publictions/Disconnected_Youth.pdf Links Jonathan Kozol, The Shame of the Nation: The Restora- tion of Apartheid Schooling in America (Crown Books, www.childrensdefense.org – for information on CDF’s 2005). project on dismantling the “Cradle to Prison Pipeline”

Daniel J. Losen & Christopher Edley, Jr., “Why Zero Harvard Civil Rights Project, School to Prison Pipeline: Tolerance is a Civil Rights Issue,” in Zero Tolerance: Re- Charting Intervention Strategies of Prevention and Sup- sisting The Drive For Punishment In Our Schools, William port for Minority Children Ayers, Rick Ayers & Bernardine Dohrn eds., New Press www.civilrightsproject.harvard.edu (2001). Joint Center for Political and Economic Studies, “The Daniel J. Losen, “The Color of Inadequate School Re- Dellums Commission: Analyses and Action Plan to Reform sources: Challenging Racial Inequities that Contribute to Public Policies that Limit Life Paths of Young Men of Color” Low Graduation Rates and High Risk for Incarceration,” www.jointcenter.org/healthpolicy/commission.php# Clearinghouse Review, January/February 2005 dellums

Pedro Noguera, “The Role and Influence of Environmen- Advancement Project, “Mapping the Schoolhouse to Jail- tal and Cultural Factors on the Academic Performance of house Track Action Kit” African American Males,” In Motion 2002 www.advancementproject.org/publications.html http://www.inmotionmagazine.com/pnaamale1.html www.stopschoolstojails.org – provides information about Pedro A. Noguera. “Preventing & Producing Violence: A the Ending the Schoolhouse to Jailhouse Track project. Critical Analysis of Responses to School Violence,” Harvard Education Review. Summer 1995. 65:2. www.clasp.org/CampaignForYouth/default.htm: Memo on “Reconnecting Our Youth”—Provides set of recommenda- Gary Orfield, Daniel Losen, Johanna Wald & Christopher tions, fact sheets, briefing sheets on each recommendation B. Swanson, “Losing Our Future: How Minority Youth and links to important research and policy papers. Are Being Left Behind By The Graduation Rate Crisis,” laborative and the Children and Fam- release of Education on Lockdown: mundane school discipline. For ex- ily Justice Center at Northwestern The Schoolhouse to Jailhouse Track, ample: University Law School (Chicago). the purpose of which was to lay the • From 2000 to 2004, referrals to law Since the project’s launch in 2003, groundwork for organizing efforts. enforcement by Denver Public AP has engaged in participatory re- The report’s findings have confirmed Schools rose 71%. In 2004, Black search with our partners to map and that students of color are being hurled and Latino students were referred document the extent of the problem. into juvenile and criminal court for at twice and seven times the rates We collected quantitative data and in- non-violent acts of misconduct. Fur- of their White peers, respectively. terviewed stakeholders to gain a deep thermore, the research demonstrates In that same year, 42% of these re- understanding of the schoolhouse to that the role of law enforcement has ferrals were for conduct that could jailhouse track in each of the sites. This significantly changed: Police have be- have been addressed in school: dis- work culminated in the March 2005 come increasingly responsible for (Please turn to page 12)

July/August 2005 • Poverty & Race • Vol.14, No. 4 • 11 (PIPELINE: Continued from page 11) mitment did not end there: The orga- and policy research and strategic com- nization now has a representative serv- munications tools, organizers are bet- ruptive appearance, use of obsceni- ing on a committee to investigate these ter positioned to mobilize their com- ties and minor fights. unlawful actions and implement re- munities for positive change. This • In 2003, over 8,000 students were form. work also has the potential of strength- arrested in Chicago Public Schools. In Palm Beach County and Chi- ening the capacity of the youth and More than 40% of these arrests were cago, too, the report has put this issue adults involved to become engaged for simple assault and battery–of- on the table. In Palm Beach County, citizens and agents of change. In ad- ten nothing more than a threat or a AP and CARE have developed strong dition, by lifting the voices of local harmless, weaponless fight. Al- alliances with a juvenile court judge groups and impacted individuals into though Black students comprise and lawyers at the public defender and the national discourse on this issue, we 50% of the student population, they legal aid offices, who are assisting in are beginning to see a shift in public comprised 77% of the school-based reform efforts. In Chicago, other lo- opinion, which will improve the like- arrests. cal organizations have seized on the lihood of eliminating the unnecessary criminalization of youth. In preparation for the release of the Judith A. Browne is Co-Director of Education on Lockdown, AP provided In 2003, over 8,000 the Advancement Project. She has media training and communications students were arrested authored numerous articles and reports support to our partners. The report in Chicago public concerning the negative impact of zero generated significant press coverage, schools. tolerance school disciplinary policies. which was amplified on the local level Monique L. Dixon is Senior Attor- by our community partners, and has ney at the Advancement Project, where laid the foundation for them to build report as an opportunity to reform zero she assists community groups and law- strong local alliances. The report is tolerance policies. Several groups have yers throughout the country with le- also being cited in school districts be- formed a task force that is developing gal, policy and communications strat- yond the three sites and is prompting a reform agenda and meeting with egies on a range of issues that include others to take action. District officials. voting rights, education and commu- For example, because of Padres/ The movement in these sites indi- nity-police relations. Jovenes Unidos’ successful organizing cates that the partnership between law- The Advancement Project can be around this issue, over 70 community yers and organizers can have a pro- reached at ap@advancementproject. ❏ members stood in solidarity with them found impact. With access to legal org. at the press conference releasing the report. News coverage prompted a group of Latino parents from a neigh- The Cradle to Prison boring school district to contact Pa- SM dres/Jovenes Unidos for assistance. Pipeline Crisis These parents reported that their children were among 17 students sus- by Morna Murray pended or expelled for one year for watching a fight that occurred off t present rates, a significantly mulated, make a successful transition school grounds. As Padres/Jovenes A higher proportion of Black men will to adulthood significantly less likely Unidos took on this issue, AP provided go to prison than will receive a col- and involvement in the criminal jus- legal advice and strategic support. In lege degree. Right now, over 580,000 tice system significantly more likely. consultation with AP lawyers and the Black males and over 250,000 Latino Our society has done painfully little Denver office of the Arnold & Porter males are in prison; fewer than 40,000 to address these disadvantages, and at lawfirm, Padres/Jovenes Unidos and Black males and 33,000 Latino males times has helped perpetuate them by the parents realized that the District had graduate from college each year. There promoting policies that consistently violated its own policies and state law. is no single reason for these disturb- have a disparate, negative impact on Consequently, they were able to ne- ing trends, but one thing is clear: The poor and minority children. gotiate an agreement with the school only guarantee our nation will provide Such disadvantages range from lack district to re-admit most of the stu- for every child is detention or a prison of access to prenatal and other health dents; remove from the student’s dis- cell after they get into trouble. At criti- and mental health care, to unstable ciplinary records any reference to the cal points in their development, from parenting, to insufficient and ineffec- suspensions; and provide the students birth through adulthood, low-income tive early childhood interventions, to with tutoring services to make up for children of color confront a multitude inadequate responses when abuse or the educational instructions the students of disadvantages, which, when accu- neglect or other crises arise, to racial missed. Padres/Jovenes Unidos’ com- 12 • Poverty & Race • Vol. 14, No. 4 • July/August 2005 and economic disparities and inequi- delinquency; and poverty. ties in education, child welfare and the Three significant risk areas—feed- New D.C. Bookstore/ juvenile and criminal justice systems. ing children directly into the pipeline Community Activist Without significant interventions to with an accelerated and heightened Cafe/Lounge remove these multiple, accumulated chance of incarceration—involve the obstacles, poor and minority youth are child welfare, education and juvenile Teaching for Change, forced to compete on an unequal play- justice systems. Research conclusively PRRAC’s partner organization in ing field and many fall inexorably be- establishes that children who are abused producing Putting the Movement hind. Once behind, these children find and neglected, children who drop out Back Into Civil Rights Teaching, themselves increasingly off the path to of high school and children who are has just opened a bookstore in the work and college and increasingly on arrested as juveniles are at greater risk new Busboys & Poets Café in the path to prison. of adult incarceration. There is a di- Washington’s Shaw neighbor- The Children’s Defense Fund rect association between these risk fac- hood. The store is a key source (CDF) has monitored with deep and tors and incarceration. But these three for books and films that encour- growing concern the vast numbers of risk factors are exacerbated and fed by age children and adults to ques- young Black and Latino males (and, other risk factors, such as poverty, tion, challenge and re-think the increasingly, minority females) being which can thus be viewed as indirect world beyond the headlines. The confined in our juvenile justice and associations or risk factors for incar- Busboys & Poets restaurant and adult penal systems. Our forthcom- ceration. For example, children liv- café (run by peace activist Andy ing commissioned report, “Disman- ing in extreme poverty are more in- Shallal) hosts a dynamic sched- tling the Cradle to Prison Pipeline,” volved in serious juvenile delin- ule of readings, films and politi- illustrates this phenomenon, using real quency, and juveniles who are arrested cal events. Meeting and perfor- stories from children and experts in- or adjudicated delinquent experience mance space available for up to terviewed in Ohio and Mississippi, a higher rate of adult arrests. 100 people. Two blocks from the along with highlights from programs U Street Metro station. If you’re around the country that are working, A significantly higher coming to Washington and want and also including comments and in- proportion of Black men to schedule an event there, give sights from children and young adults them plenty of advance notice: who have escaped the Cradle to Prison will go to prison than www.busboysandpoets.com. Pipeline. The report tells difficult sto- will receive a college ries about the lives of children, but also degree. by the realities of children they see gives hope. Many children escape the trapped in the pipeline. It is tempting pipeline, with the help of caring adults to look for easy answers to explain its and communities and effective pro- The result of these risk factor in- seeming intractability. The real an- grams and child-serving systems. terrelationships is a highly complex and swers are hard and often politically convoluted Cradle to Prison Pipeline unpopular. While some parents are phenomenon that traps a disproportion- not trying hard enough, the vast ma- Documenting the Cradle ate number of poor and minority chil- jority of poor children live in families to Prison Pipeline dren. Moreover, research shows that who work hard and play by the rules an accumulation of risk factors makes and still have been left behind. Existing research documents the it even more likely that children will Incarceration, by virtue of receiv- pipeline from two compelling perspec- be pulled into the pipeline, and this ing so much public money, has become tives. First, we know the risks that likelihood increases dramatically, America’s social program for troubled lead to poor outcomes, delinquency along with the number of risk factors. youths. Meanwhile, early childhood and incarceration. Second, we know prevention, health and mental health that poor and minority children expe- How We Can Work screening and treatment, foster care, rience these risks at a disproportion- adoption assistance, substance abuse ately high rate. CDF, in its upcoming Together to Dismantle treatment, quality education, after- report, will present a sampling of re- the Pipeline school, mentoring and other less ex- search and statistics on the prevalence pensive and much more effective pro- and disproportionality of several ma- We want all concerned adults to grams for at-risk youths and their fami- jor risk areas or “indicators” that, di- realize that we can and must do some- lies face constant cutbacks and budget rectly and indirectly, feed the pipeline thing about the pipeline to prison. It shortages. The absence of such sys- to prison, including: prenatal and sub- is hardly surprising that many parents, temic and programmatic assistance is sequent health care; early childhood service providers, policymakers, edu- exactly what makes incarceration more development; education; child abuse cators, system personnel, and commu- likely. Given the current budget cri- and neglect; mental health; juvenile nity and faith leaders are discouraged (Please turn to page 14)

July/August 2005 • Poverty & Race • Vol.14, No. 4 • 13 (PIPELINE: Continued from page 13) The “School to Prison Pipeline” — Related Efforts: sis and current national priorities, we are more likely to pay for the eventual The initiatives profiled in this issue of Poverty & Race are part of a larger imprisonment of at-risk children than movement to expose and reform systems that are separate from policing or for proven interventions now that could criminal justice but that also contribute to the over-incarceration of poor put them on the path to meaningful people of color. Some of the other organizations and coalitions working lives. This makes neither moral nor on this issue include: economic sense. All children need quality health and The Center for Law and Social Policy (www.clasp.org) in Washington, mental health care, proper food and DC is focusing on the role communities play in connecting systems to re- nourishment, good schools, and safe engage “Disconnected Youth” and connect them to the support and inter- homes and communities. Every child ventions needed for successful transition into the workforce. In 2003, needs a caring mother and/or father, CLASP published Leave No Youth Behind: Opportunities for Congress to grandparent or other adult to feel safe Reach Disconnected Youth, and in 2005 CLASP facilitated the drafting of and loved. All children need parents a Memo on “Reconnecting Our Youth,” which is the basis of a coalition and care-givers who are not broken effort signed onto by more than 250 organizations. Contact: Linda Harris, down or chronically depressed by the lharris@ clasp.org. struggle to survive, find and keep jobs, earn enough money to pay the rent and The Women of Color Resource Center (www.coloredgirls.org) in Oak- light and heating bills, and have trans- land supports an “Economic Justice and Human Rights” program, which portation to go to work. They need focuses on both the general impact of welfare reform on communities of adults who value and respect and help color, and the continuing criminalization of the poor through punitive wel- them succeed. Every single adult who fare policies, including increasing surveillance and control of the everyday comes into contact with a child can lives of poor families; economic sanctions for violations of administrative make a difference every day. regulations; criminal welfare fraud proceedings; and denial of assistance to This December, CDF will assemble those with felony drug convictions or arrest warrants. The Center’s most key state leaders at its Cradle to Prison SM recent working paper is “To Punish the Poor: Criminalizing Trends in the Pipeline Institute to examine com- Welfare System” (see “Further Readings” Box, page 11). Contact: Kim- prehensive and collaborative strategies berly Alvarenga, [email protected]. for dismantling the pipeline. There is a role for all concerned adults who care The Schott Foundation for Public Education in Cambridge, MA about children. There are many lev- (www.schottfoundation.org) began the “Black Boys Initiative” in 2003 els at which we can dismantle the with the initial goal of creating a movement to improve the educational Cradle to Prison Pipeline, but in or- experiences of black boys in order to ensure that they graduate from high der to truly leave no child behind, we school with the confidence to become successful members of society. must address them all—families, community-based programs and services, Break the Chains: Communities of Color and the War on Drugs, along all child-serving systems, and state and with the ACLU and the Brennan Center, recently collaborated on a March federal policies that determine the 2005 conference and report, Caught in the Net: the Impact of Drug Poli- available resources and priorities of cies on Women & Families, that addresses, in part, the harsh effects of child-serving programs and systems. current drug laws and sentencing policies on children. See CDF is committed to dismantling www.fairlaws4families.org. the Cradle to Prison Pipeline tragedy at every level, and we call upon all A number of organizations are also working to reform state juvenile justice concerned citizens to join us. We must systems to address the disproportionate commitment of children of color. not give up on any child. Prison is not Some of these groups include the W. Haywood Burns Institute in San a foregone conclusion for any child. Francisco (www.burnsinstitute.org), the ACLU, the NAACP Legal De- Morna Murray (MMurray@ fense and Educational Fund, the Sentencing Project, and numerous childrensdefense.org) is Co-Director of state and local advocacy organizations. Education and Youth Development at the Children’s Defense Fund, where she focuses on juvenile justice issues, violence prevention and advocacy on behalf of at-risk youth, and directs CDF’s Cradle to Prison Pipe- line project. ❏

14 • Poverty & Race • Vol. 14, No. 4 • July/August 2005 Resources

Most Resources are completing a sentence available directly from the begun with the book title Please drop us a line letting us know how useful issuing organization, (e.g., “wearing rings in our Resources Section is to you, as both a lister either on their website (if your ears while making and requester of items. We hear good things, but given) or via other fun of people who wear only sporadically. Having a more complete sense contact information listed. rings in their noses”; “a of the effectiveness of this networking function will Materials published by flesh-colored band-aid”; help us greatly in foundation fundraising work PRRAC are available “knocking the numbers (and is awfully good for our morale). Drop us a through our website: game but playing the short note, letting us know if it has been/is useful to www.prrac.org. Prices stock market”), with a you (how many requests you get when you list an include the shipping/ terrific accompanying item, how many items you send away for, etc.) handling (s/h) charge drawing on the facing Thank you. when this information is page. Try to find it for provided to PRRAC. “No sale on the Internet —we price listed” items often may be able to provide a are free. photocopy. [9459] • The William Winter Criminal Institute for Racial When ordering items from • Surviving Twice: Justice Reconciliation, named for PRRAC: SASE = self- Amerasian Children of the former governor of addressed stamped the Vietnam War, by Trin Mississippi who also • “Racial Profiling of envelope (37¢ unless Yarborough (304 pp., served on the Advisory African-American Males: otherwise indicated). 2005, $25.95), has been Board for President Stopped, Searched & Orders may not be placed published by Potomac Clinton’s Race Initiative, Stripped of Consitutional by telephone or fax. Books, 800/775-2518. It is housed at the Univ. of Protection” by Floyd Please indicate from deals with the largely MS. For a copy of the Weatherspoon, appeared which issue of P&R you unrecognized problem of May 2005 issue of their in the Winter 2004 issue are ordering. some 100,000 children newsletter Wellspring and of the John Marshall Law born to Vietnamese further inf. about their Review. The 30-page women and American activities, contact Susan article, as well as his soldiers, and their truly Race/Racism Glisson at the Inst., PO “Ending Racial Profiling awful lives, both there Box 1848, Univ. Miss., of African-Americans in and here. [9462] • “The Diverse Face of Oxford, MS 38677-1848, the Selective Enforcement Asians & Pacific Island- 662/915-6734, wwirr@ of Laws: In Search of • Traces of the Trade: ers in California” (56 olemiss.edu. [9494] Viable Remedies,” are pp., 2005), a detailed A Story from the Deep available at users.law. North is a forthcoming demographic profile, has • Between Two Em- capital.edu/ documentary by Katrina been co-published by the pires: Race, History & fweatherspoon/ [9456] Browne about her slave- Asian Pacific American Transnationalism in trade ancestors from New Legal Ctr. of So. Calif., Japanese America, by • “Focus on Prisoner England and the legacy the Asian Law Caucus & Eiichiro Azuma (320 pp., Re-entry: Life After white Americans have the Natl. Asian Pacific 2005), has been published Lockup,” by Violet Law, inherited from the history American Legal Consor- by Oxford Univ. Press. appeared in the Jan./Feb. of slavery. It is in post- tium. $12 from the Ctr., [9496] 2005 issue of Shelter- 1145 Wilshire Blvd., 2nd production and seeking force, downloadable at distribution and engage- flr., LA, CA 90017, 213/ • Global Rights “helps www.nhi.org/online/ ments. Contact the 241-0267. Separate social justice activists in issues/139/afterlockup. producer/director at Ebb reports are available for the US use international html [9483] Pod Productions, PO Box LA County, Orange human rights laws & 2236, Boston, MA 02108, County & San Diego procedures to enhance • Critical Resistance 617/349-0019, www. County ($10 each), http:// their anti-racism advo- “seeks to build an tracesofthetrade.org www.apalc.org/ [9454] cacy work.” 1200 18th international movement [9463] St. NW, #602, Wash., DC to end the prison indus- • White Is, ed. Preston 20036, 202/822-4600, trial complex by chal- • The Greensboro (NC) Wilcox, is a ca. 50-page http://www.globalrights. lenging the belief that Truth & Reconciliation 1970 (sic) paperback, org/ [9500] caging and controlling with illustrations by Commission held its first people makes us safe.” Sandy Huffaker, pub- public hearing, July 15, Natl. office (regional lished by Grove Press. 2005; inf. at offices in Brooklyn & Each facing two pages [email protected] New Orleans) is at 1904 contain a statement [9487] Franklin St., #504,

July/August 2005 • Poverty & Race • Vol.14, No. 4 • 15 Oakland, CA 94612, 510/ Beach Cty. (FL)—is Morehouse Research Children, available at 444-0484, crnational@ available from Advance- Inst., 830 Westview Dr. http://www. criticalresistance.org, ment Project, SW, Atlanta, GA 30314, futureofchildren.org/ http://www. cjrc@advancementproject. 404/215-2746. [9458] [9498] criticalresistance.org/ org, http://www. [9492] schoolstojails.org/ [9504] • “Examining the Gaps • “Addressing Achieve- in Mathematics Achieve- ment Gaps: Progress & • “Making Progress ment Among Racial- Prospects for Minority & Economic/ Toward Graduation: Ethnic Groups, 1972- Socioeconomically Evidence from the 1992,” a 2005(?) report Disadvantaged Students Community Talent Development from the RAND Corp., is & English-Language Development High School Model,” by downloadable at Learners” is the theme of James J. Kemple, Corinne www.rand.org/ the 11-page, Winter 2005 • “University Educa- M. Herlihy & Thomas J. publications/MG/MG255/ issue of Policy Notes, tion for Community Smith (114 pp., May [9477] available (possibly free) Change: A Vital Strategy 2005), is available (no from Educational Testing for Progress on Poverty, price listed) from MDRC, • Survey on Public Service, Rosedale Rd. 19- Race & Community- 16 E. 34 St., NYC, NY Awareness of HS Drop- R, Princeton, NJ 08541- Building,” by Andrew 10016-4326, 212/532- out Problem: A 2005 0001, 609/734-5949, Mott (61 pp., n.d. 3200, http:// survey commissioned by [email protected], www.ets. [2005?]), is available www.mdrc.org/ [9452] Communities in Schools org/research/pic [9499] from the Community finds that only 1 in 10 Learning Proj., 1301 • Rethinking Math- Americans believe the • “The Condition of Conn. Ave. NW, #500, ematics: Teaching Justice high school dropout Education” (2005), the Wash., DC 20036, 202/ by the Numbers, eds. Eric problem is a crisis. Inf. annual Congressionally- 822-6006, http://www. Gutstein & Bob Peterson on the survey available at mandated report, is communitylearningproject. (179 pp., May 2005), is www.prnewswire.com/ available at nces.ed.gov/ org/ [9449] available ($16.95) from mnr/cisnet/21786/ [9478] programs/coe/ [9505] Rethinking Schools, 1001 • “Guide to Economic E. Keefe Ave., Milwau- • “Getting Honest • “Confronting the Indicators” is a new kee, WI 53212, 800/669- About Grad Rates: How Graduation Rate Crisis (2005) online reference to 4192, rsonline@ States Play the Numbers in the South” (2005), key facts/metrics critical execpc.com, http://www. & Students Lose” is a from the Harvard Civil to community develop- rethinkingschools.com/ 2005 report from The Rights Project, focuses on ment, from the [9453] Education Trust (headed FL, GA, LA, MS, NC. Woodstock Inst., 407 S. by former PRRAC Bd. Available at Dearborn Ave., #550, • “California’s Hidden member Kati Haycock). www.civilrightsproject. Chicago, IL 60605, 312/ Teacher Spending Gap: Downloadable at harvard.edu/research/ 427-8070, How State & District www2.edtrust.org/ dropouts/ www.woodstockinst.org/ Budgeting Practices EdTrust/Press+Room. dropouts_south05.pdf indicators.php [9460] Shortchange Poor & HSGradRate2005.htm [9507] Minority Students & [9479] Their Schools” (17 pp. + • “Prekindergarteners Education 33-page Appendices • “Year 3 of the No Left Behind,” by Walter publication, 2005) is Child Left Behind Act,” Gilliiam (2005), is a • The Learning Curve, available (no price listed) a 2005 report from the nationwide study report- published by the Founda- from The Education Center on Education ing that pre-schools are tion for Child Develop- Trust-West, 155 Grand Policy, is downloadable expelling 3-5-year-olds at ment, in its June 2005 Ave., #1025, Oakland, at www.edweek.org/links 3 times the rate of public issue contains “The Case CA 94612, 510/465- [9480] schools, and that African for Universal Pre-K,” by 6444, http://www. Americans (particularly David Lawrence, & edtrustwest.org/ [9457] • “Closing Achieve- African-American males) “Promise or Peril: ment Gaps,” by Ron are far more likely than Immigrants, LEP Students • “After-School Haskins & Cecilia Rouse, white, Latino or Asian & the No Child Left Programs: How They is the subject of the 7- American youngsters to Behind Act.” 212/213- Affect Black Male page, Spring 2005 The be expelled. See the 8337, [email protected], Development & Educa- Future of Children Policy report at www.fcd-us.org/ www/fcd-us.org [9461] tional Progress,” by Brief, available at http:// PDFs/NationalPreK Reginald Clark, Alexes www.futureofchildren.org/ Expulsion Paper03.02_ • “Education on Harris & Walter Allen, [9497] new.pdf [9508] Lockdown: The School to appeared in the Spring Jailhouse Track” (2005) 2005 issue of Challenge: • “School Readiness: • GiveKidsGoodSchools. — focusing on data from A Journal of Research on Closing Racial & Ethnic org is the eAdvocacy Denver, Chicago & Palm African American Men, Gaps” is the Spring 2005 website of the Public published by the issue of The Future of Education Network.

16 • Poverty & Race • Vol. 14, No. 4 • July/August 2005

They’ve launched Public Stephen A. Wandner, program’s co-director, Housing Conversations appeared in Journal of kanderson@hungercenter. on=20=No Child Left Human Resources (2005); org, 202/547-7022. Behind, their 2005 available at www. [9468] • The Geography of advocacy campaign, to ingentaconnect.com/ Opportunity: Race & raise awareness of content/wisc/jhr/2005/ Housing Choice in NCLB-related issues at 00000040/00000001 Health Metropolitan America, the federal, state & local [9502] ed. Xavier de Souza levels. [9509] • “The Color of Briggs (420 pp., 2005), • “The Employment Medicine: Strategies for has been published by Retention & Advancement Increasing Diversity in Brookings Inst. Press. Employment/ Project: Early Results the U.S. Physician Many of the contributors, from Four Sites” (2005) Workforce” (74 pp., as well as the book Jobs Policy is available from MDRC, June 2004 reprint) is editor, are part of [email protected] [9503] available from Commu- PRRAC’s family: Angela • “Promoting Work in nity Catalyst, 30 Winter Glover Blackwell, Public Housing: The St., 10th flr., Boston, MA Camille Charles, Philip Effectiveness of Jobs- Families/ 02108, 617/338-6035, Tegeler; among the other Plus,” by Howard S. http://www. contributors: Bruce Katz, Bloom, James A. Riccio Women/ communitycatalyst.org/ Susan Popkin, William & Nandita Verma (263 Children [9448] Julius Wilson. pp., March 2005), is • “Proposed Rollback available from MDRC, • “Leave No Youth • “Children’s Elevated of Housing Choice 16 E. 34 St., NYC, NY Behind: Opportunities for Risk of Asthma in Threatens Civil Rights” 10016-4326, 212/532- Congress to Reach Unmarried Families” is a is a 4-page article, by 3200, http:// Disconnected Youth,” eds. 3-page, May 2005 Fragile PRRAC, in the June 2005 www.mdrc.org/ [9447] Jodie Levin-Epstein & Families Research Brief, Housing Law Bulletin. Mark Greenberg (109 pp., available from the Ctr. The full report from • “Examining the July 2003), is available for Research on Child which the article was Evidence: The Impact of from the Ctr. for Law & Wellbeing, crcsw@opr. drawn is available at the Los Angeles Living Social Policy (headed by princeton.edu, www.prrac.org/policy/ Wage Ordinance on former PRRAC Bd. crcw.princeton.edu/ php [9464] Workers & Businesses” member Alan Houseman), fragilefamilies [9469] (2005) has been released 1015 15th St. NW, #400, • “A Community Guide by a group of Univ. Wash., DC 20005, 202/ • “Leadership for to Creating Affordable Calif. economists. Inf. 906-8000, http:// Tomorrow’s Health,” Housing” (June 2005), from Celia Alario, 213/ www.clasp.org/ [9451] the annual conf. of the with 14 case studies, is 380-0451, 310/721- Calif. Primary Care available from Business & 6517, http://www. Assn., will be held Sept. Professional People for losangeleslivingwagestudy. Food/ 29-30, 2005 in Burbank. the Public Interest, 25 E. com/ [9495] Inf. from the Assn., 1215 Washington St., #1515, Nutrition/ K St., #700, Sacramento, Chicago, IL 60602, 312/ • “Living Wage Laws Hunger CA 95814, 916/440- 641-5570, downloadable in Practice: The Boston, 8170, x234, www.cpca. at http://www. New Haven & Hartford org/programs/events bpichicago.org/ [9465] Experience,” by Mark • “Hunger Free Com- [9475] munity Reports” were Brenner & Stephanie • Manufactured/ Luce (2005), has been completed by each of the Bill Emerson Fellows, Mobile/Modular Hous- published by the Politi- Homelessness ing: The July 2005 issue cal Economy Research under the program sponsored by the Congres- of fedgazette, published Inst. For copies, contact • Picture the Homeless: by the Federal Reserve Prof. Brenner, Gordon sional Hunger Center, Housing Committee has dealing with the local Bank of Minneapolis, has Hall, Univ. Mass., 418 developed a comprehen- 5 articles on the subject. N. Pleasant St., #A, communities the Fellows sive legislative platform were assigned to during Undoubtedly free from Amherst, MA 01002, to address the rehabilita- them: 90 Hennepin Ave., 413/577-0241, brenner@ the first 6 months of their tion of unoccupied, peri.umass.edu, fellowship (before coming boarded-up buildings in www.umass.edu/peri to DC for the 2nd 6 NYC in such a way as to Remember [9501] months, assigned to a create jobs & revitalize policy organization — neighborhoods. Contact to send us • “Cost-Effectiveness PRRAC has hosted them at 170 E. 116 St., items for our Fellows in recent years). of Targeted Reemploy- #1W, NYC, NY 10029, Resources ment Bonuses,” by Copies of any of these 212/417-2499, Christopher J. O’Leary, reports are available from sam@picturethehomeless. section. Paul T. Decker & Kristin Anderson, the org [9486]

July/August 2005 • Poverty & Race • Vol.14, No. 4 • 17 PO Box 291, Mpls., MN • The 2005 National Miscellaneous study from the National 55480-0291, 612/204- Community Land Trust Assn. of Tribal Historic 5255, letters@mpls. Conf. will be held Aug. • “Funding the Culture Preservation Officers, frb.org, minneapolisfed. 17-19, 2005 in Portland, Wars: Philanthropy, 202/628-8476, org [9474] OR. Inf. from http:// Church & State,” by [email protected], www.communitylots.org/ John Russell (31 pp., Jan. downloadable at • “Discrimination in [9467] 2005), is available (no www.nathpo.org/ Metropolitan Housing price listed) from the special_projects- Markets:” HUD’s reports Natl. Comm. for Respon- Best_Practices.html on the 3 phases of this Immigration sive Philanthropy, 2001 S [9489] study are available in St. NW, #620, Wash., DC printed form (for a • PILA (Partnership 20009, 202/387-9177, • Ahora Now is a “nominal charge”) from for Immigrant Leader- [email protected], http:// Commentary Series 800/245-2695, option 4; ship & Action) is a www.ncrp.org/ [9450] produced by the Labor/ or are downloadable at California organizing Community Strategy Ctr. www.huduser.org/ group working “to • Class Action is a Issue No. 7 (35 pp., publications/hsgfin/ increase civil & political project focusing on issues 2005) —with articles on hds.html [9476] activism among low- of class & classism. See protecting the black vote, income immigrant their website, http:// a call for open borders, • “How Cleveland communities to www.classism.org/ [9472] several international Redefined Housing strengthen democracy & reports, etc. —is available Court,” by Robert advance social justice.” • The Center for the (in Spanish or English - Jaquay, appeared in the 160 14th St., SF, CA Study of Political $7) from the Ctr., 3780 May/June 2005 issue of 94103, 415/621-4808, Graphics is holding a Wilshire Blvd., #1200, Shelterforce; http://www.pilaweb.org/ poster sale, http:// LA, CA 90020, 213/387- downloadable at [9493] www.politicalgraphics.org/ 2800, info@ www.nhi.org/online/ [9481] thestrategycenter.org, issues/141/ • International Mi- http://www.ahoranow.org/ housingcourt.html [9482] grants Day, commemorat- • Gatekeepers to the [9491] ing the date in 1990 when Franchise: Shaping • “Who Really Get the UN General Assembly Election Administration • The 2005 Building Home Loans: Year approved the Internatl. in New York, by Ronald Democracy Conf., Eleven,” a 2005 report Convention on the Hayduk (292 pp., 2005, sponsored by the Center from the Calif. Reinvest- Protection of the Rights $35), has been published for New Community, will ment Coal., looks at of All Migrant Workers & by Northern Illinois be held Oct. 29, 2005 in Fresno, LA, Oakland, Members of Their Univ. Press, 815/753- Chicago. Inf. from the Sacramento & San Diego. Families. Inf. from the 1826. Inf. from Ctr., PO Box 346066, Contact the Coal. at 474 Natl. Network for [email protected], Chicago, IL 60634, 708/ Valencia St., #110, SF, Immigrant & Refugee http://www.niupress. 848-0319, http:// CA 94103, http:// Rights (headed by niu.edu/ [9488] www.newcomm.org/ www.calreinvest.org/ PRRAC Bd. member [9470] [9490] Catherine Tactaquin), 310 • “Tribal Consultation: 8th St., #303, Oakland, Best Practices in Historic CA 94607, 510/465- Preservation” is a 2005 1984, http:// www.nnirr.org/ [9471]

18 • Poverty & Race • Vol. 14, No. 4 • July/August 2005 PRRAC'S SOCIAL SCIENCE ADVISORY BOARD

Frank Bonilla Paul Ong CUNY Department of Sociology UCLA School of Public Policy & Social Research Xavier de Souza Briggs MIT Department of Urban Studies & Planning Gary Orfield Harvard Univ. Grad. School of Education Camille Zubrinsky Charles Department of Sociology, Univ. of Pennsylvania Gary Sandefur Univ. Wisconsin Inst. for Poverty Research John Goering Baruch College, City Univ. of New York Gregory D. Squires Department of Sociology Heidi Hartmann George Washington Univ. Inst. for Women’s Policy Research (Wash., DC) Margery Austin Turner William Kornblum The Urban Institute CUNY Center for Social Research Margaret Weir Harriette McAdoo Department of Political Science, Michigan State School of Human Ecology Univ. of California, Berkeley

Fernando Mendoza Department of Pediatrics, Stanford Univ.

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July/August 2005 • Poverty & Race • Vol.14, No. 4 • 19 POVERTY & RACE RESEARCH ACTION COUNCIL Board of Directors CHAIR Darrell Armstrong Elizabeth Julian Catherine Tactaquin John Charles Boger Shiloh Baptist Church Inclusive Communities National Network for University of North Carolina Trenton, NJ Project Immigrant & Refugee School of Law Maria Blanco Dallas, TX Rights Chapel Hill, NC Lawyers’ Committee for S.M. Miller Oakland, CA Civil Rights The Commonwealth William L. Taylor VICE-CHAIR San Francisco, CA Institute Citizens’ Commission José Padilla Craig Flournoy Cambridge, MA on Civil Rights California Rural Legal Southern Methodist Don Nakanishi Washington, DC Assistance University University of California [Organizations listed for San Francisco, CA Dallas, TX Los Angeles, CA Thomas Henderson Florence Wagman identification purposes only] SECRETARY Sprenger & Lang Roisman Washington, DC Indiana University Philip D. Tegeler john powell President/Executive Director Camille Holmes School of Law Kirwin Institute for the Study Chester W. Hartman of Race & Ethnicity Center for Law & Social Indianapolis, IN Director of Research Policy Anthony Sarmiento Ohio State University Alexandra Cawthorne Columbus,OH Washington, DC Senior Service America Bill Emerson Olati Johnson Silver Spring, MD Hunger Fellow TREASURER Columbia Law School Theodore M. Shaw New York, NY NAACP Legal Defense Sara Asrat Sheila Crowley Research Intern & Educational Fund National Low Income Christine Kim Housing Coalition New York, NY Law Student Intern Washington, DC

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